Science Grade 7

Core Content Coaching

Purpose

To provide support for grade-level, unit content planning for the Intro to the Human Body unit

Resources for planning

• Teacher Yearly Resource Document (or Yearly Itinerary)

• CRM 4: Human Body Systems

• Blank Pacing Calendar

• 7th Grade 2nd Six Weeks Lessons:

• Intro to the Human Body Pacing Guide, Intro to the Human Body Daily Lesson Pages

• Computer with Internet Access

Teacher yearly resource document

Monday Tuesday Wednesday Thursday Friday

Oct. 6

Cells

7 8 9 10

Oct. 13

Student Holiday

14

DNA

15 16 17

Oct. 20

Intro to Human Body

21 22 23 24

Oct. 27

Nervous System

28 29 30 31

Nov. 3

Endocrine System

4 5 6 7

2nd Six Weeks Planner (24 days)

7.1A-B, 7.2A-E, 7.3B & C, 7.4A-B 7.12: Organisms and environments. The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function.

7.12B identify the main functions of the systems of the human organism, including the circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary, nervous, and endocrine systems

Spiraled TEKS: 7.12C, 7.12D, 7.12E

TEKS & Student expectations

Content TEKS Skills TEKS

CRM 4: TEKS & Acquisition section

CRM 4: TEKS & Acquisition section

Teacher Content support

Human Body Systems: The 11 Champions

http://www.youtube.com/watch?v=nnjmrrQ6xOs

NSTA Leaning Center- http://learningcenter.nsta.org/

Search Resources & Opportunities: body systems, human body

ScienceFusion Grade 7 Teacher Edition: Content Refresher: p. 538 & 542

Vertical alignment

6TH Grade Health

•describe changes in male and female anatomy and physiology during puberty

7TH GRADE

7.12B identify the main functions of the systems of the human organism, including the circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary, nervous, and endocrine systems

Anatomy

•analyze the relationships between the anatomical structures and physiological functions of systems such as integumentary, reproductive, nervous, and digestive.

• This unit is students first introduction to the human body systems. Students were introduced to the male and female reproductive systems through the Sexuality and Responsibility Lessons in grade 6.

PRIOR LEARNING

2014 STAAR-Released question

A: 3%B: 50%C: 2%D: 44%*

Based on the data and distractors, what key points should teachers emphasize during lessons?

• The circulatory system carries the gases and the respiratory system is responsible for gas exchange.

Components of a good lesson plan

1. Engage Student Interest

2. Review/Scaffold to TEKS

3. Student-Centered Activities directly relating to the depth and complexity of the TEKS

• Labs, Activities, Videos

1. Organize and Practice Vocabulary

2. Reading & Comprehension Strategies

3. Writing Opportunities & Scaffolds

4. Daily Listening & Speaking Opportunities

5. Differentiation

6. Formative Assessment & Reteach

Embedded in lessons: Engage Student Interest

• Human Body Systems T-Chart

• Daily Guiding Questions & Sentence Frames

• Mock Mad Scientist Table/Halloween Feel Box Game

Recommended in lessons:Review / Scaffold to TEKS

• Vocabulary Magic: Human Body Systems

• Human Body Systems Unit Overview

• Human Body Systems T-Chart

• Reviewing Cell Organelles

• Quizlet 7.12B: http://quizlet.com/_trwkw

Embedded in lessons: Student-Centered Activities directly relating to the depth and complexity of the TEKS (Labs, Activities, Videos)

• BrainPop Video: Human Body

• Sign in to AISD cloud.

• Search: BrainPop

Embedded in lessons:Organize and Practice Vocabulary

• Human Body System Unit Overview

• Organizing the Body

• Reviewing Cell Organelles

• Levels of Organization Drawing

• Comparing Systems

• Quizlet

• Vocabulary Review:

• Talk then Write with Sentence Stems

• Concentration

• Formative Assessment: The Top Ten

Embedded in lessons:Reading & Comprehension Strategies• Intro Human Body

• Reviewing Cell Organelles

• Comprehension Strategies

• Intro Human Body Accommodated

• Read-N-Tell KAGAN structure Setup: Students pair up. The teacher selects Partner A or B to start and tells the class how much or how long students are to read before they quiz their partner: after every three minutes (or selected time), after every page, or after every section.

• Partner A Reads.

• Partner A reads aloud the assigned section or for the allotted time while Partner B listens.

• Partne B Summarizes.

• Partner B summarizes the reading to Partner A without referring to the text. “The main character just confronted the antagonist…”

• Partner B Reads.

• Partner B reads to Partner A.

• Partner A Summarizes

• Partner A summarizes the reading to Partner B.

• Continue Reading.

• Partners continue taking turns, one reading for the allotted time or assigned section and the other summarizing what he/she heard from his/her partner.

Embedded in lessons:Writing Opportunities & Scaffolds

• Talk & Write with Sentence Stems

• Formative Assessment: The Top Ten

• Scaffolds: Sentence Frames, Word Bank

Embedded in lessons:Daily Listening & Speaking Opportunities

In this picture I see…I think this picture might match the

word … because…

• Special Education:

1. Encourage students to complete Step 1 to Build Confidence2. Make Connections to Relevant Cognates3. Discuss word parts; prefix, root, or suffix4. Allow Multiple Views of Vocabulary Trailer5. Provide Vocabulary Trailer as a .pdf file for Review or Reteach6. Mixed-Ability Partners7. Pre-Teach Vocabulary8. Divide words into smaller sets9. Accommodated Reading10. Reading Breaks 11. Word Bank12Comparing Systems could be cut into pieces and used as a matching activity for students to review information. 13.Intro to Human Body Assessment: Question 11 is a “simple to most complex” question. Use this question as a teaching opportunity about reading test questions and recognizing what they are asking before, not after the test.14. Sentence Frames

• English Language Learners:

1. Encourage students to complete Step 1 to Build Confidence2. Make Connections to Relevant Cognates3. Discuss word parts; prefix, root, or suffix4. Allow Multiple Views of Vocabulary Trailer5. Provide Vocabulary Trailer as a .pdf file for Review or Reteach6. Mixed-Ability Partners7. Pre-Teach Vocabulary8. Dual Language Glossary9. Word Bank10. Sentence Frames

Embedded in lessons:Differentiation

• Leveled Readers: Cells to Systems & Cells, Tissues, Organs, Systems

• ScienceSaurus: The Human Body

• 8th Grade Science STAAR Student Anchors of Support Booklets

• Quizlet

• ScienceFusion Optional Lessons

• Other Lessons Folder Activities

• Body System T-Chart

• Talk then Write Sentence Stems

• Review Games: Concentration & Comparing Systems

• BrainPop Video Quiz: Human Body

• Formative Assessment: The Top Ten

• Levels of Organization Drawing

• Mock Mad Scientist Table

• Intro to Human Body Assessment

Embedded in lessons:Formative Assessment & Reteach

Formative Assessment Reteach Opportunities

Higher level questions• “Research shows there’s a link between critical thinking skills and increased student achievement in the

classroom.” (Moore & Stanley, 2010)

• Higher level questions must be planned in order to be implemented effectively in the classroom.

• Levels of Questions

• Knowledge

• Comprehension

• Application

• Analysis

• Synthesis

• Evaluation

• Plan and provide a variety of questions at each level and build student knowledge and critical thinking by providing Higher Level Questions.

Lower Levels of questions

Higher Levels of questions

Sample Unit questions

• A sample from this unit using the Daily Guiding Questions.

Knowledge Comprehension Application Analysis Synthesis Evaluate

What are the body systems and what is

their function?

How is the human body organized?

How are the body systems similar to the organelles of

cells?

How does structure and function

between and within systems maintain

life in an organism?

What would happen if the ____ system was

removed from the body?

Do you agree with transplanting

artificially grown organs into a person who is in need of a replacement organ?

Why or why not?

Recommended Anchors of Support

• Human Body Systems Unit Overview

• Body Systems T-Chart

• Organizing the Body

• Reviewing Cell Organelles

• Levels of Organization Drawing

• Comparing Systems

Anchors of SupportOther Resources

•Interactive Word Wall- Current, working models with student contributions • Interactive Word Walls Article: http://learningcenter.nsta.org/files/ss1103_45.pdf

• “Word walls can be arranged on cupboard doors or classroom walls, or hung from the ceiling with wire and string.”

• “Maximum instructional potential and efficiency are achieved when interactive word-wall construction is aligned with lessons and students are allowed to participate in the process. As a result, walls are usually built over many days and are finished as a unit nears completion. Word walls support units and are changed or replaced as units change.”

• Interactive Word Walls Rubric: Next Slide

• ScienceFusion Textbook, Science Glossaries, Dual Language Science Glossaries

Academic vocabularyDAILY LESSON PAGE

CURRICULUM ROAD MAP